Education Objective

8/3/2019 Education Objective

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Educational Objectives

BY MAJOR

ENAS MOHAMED


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Todays Learning Objectives As a result of todays session, you will be ableto: Describe ways to use objectives to improve

learning Write measurable learning objectives Classify learning objectives

Appreciate the importance ofcommunicating expectations to students


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Goal definition A statement of the programs intent,

purpose, or expected outcomes

Not what a goal does


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Characteristics of goal

1. Stated in broad and general terms

2. Identify the target group to beinvolved in each goal

3. Describe the goal as an intendedoutcome rather than as a process


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Appropriate goals

Relate to educational aims

Are linked directly to identified needs

Correspond to student outcomes andproject components

Are prioritized according to therealities of the school/district

Are not written with conjunctions


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Writing Learning Objectives(Mager, 1975)

The skill or behavior -- what the learner willbe able to know, do, have an opinion about, etc.

The condition(s) -- the environment, tools,situation in which the learner will perform

The criteria -- the limits or range of anacceptable response, i.e ., how well does the learnerhave to perform?


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Why use learning objectives?(Gronlund, 2000)

To provide a focus for instructionTo provide guidelines for learningTo provide targets for assessmentTo communicate expectations tolearnersTo convey instructional intent to othersTo provide for evaluation of instruction


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ABCDs of objectives

Audience orLearnerBehavior orTarget

Performance

Conditions

Degree orcriterion of

succ ess

Who will be involved?

What must the learnerdo to provide evidence thatthe

objective has been attained?

What are the circumstancesunder which the behavior willbe demonstrated, givenwhat?

How well must thebehavior be

performed?


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Effective statements of learning

objectives ...Focus on skills and abilities central to thediscipline and based on professional

standardsAre general enough to capture importantlearning, but clear and specific enough to bemeasurableFocus on aspects of learning that will developand endure but that can be assessed in someform now.


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Effective statements of learning

objectives ...Are student-focusedFocus on the learning resulting from an

activity, or course, or programReflect the institutions mission and thevalues it represents

Are in alignment at course, academicprogram, and institutional levelsFocus on important, non-trivial aspects oflearning that are credible to the public


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Examples - ? Given that students regularly attend class, they

will show an increase in math achievement of atleast 2 NCEs on the TerraNova each year.

By the end of the project, each instructionalstaff person will increase their multiculturalunderstanding, as measured by a grade of B or better in a course at the local university.

The project will develop an English languagedevelopment class for ELL students.

Each year students will increase their

reading comprehension, as measured byanswering oral questions about a passage read.


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Benchmarks Indicate progress that is expected each

period of the project Objective By the end of the project, students will

increase their math achievement by 6 NCEs. Benchmarks Year 1: students will gain 1 NCE Year 2: students will gain additional 2

NCEs Year 3: students will gain additional 3

NCEs


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Evaluation Need to show that project has met

goals/objectives Goals/objectives for GPRA Goals/objectives developed for the

program Primary evaluation will be outcomes What are the expected outcomes? Note that writing goals, objectives,

benchmarks this way may seemconvoluted, but greatly eases theevaluation plan


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Potential format

Goal Prog. Objectives Benchmarks

Toincreasegrade 1-4students academic

achievement

To enhance abilitiesof educational staffto work with allstudents

Yr 1: Provide training toeducational staff,administrators, &service providers;students averagegain = 2 NCEs

Yr 2: Continue training;students average gain = 6 NCEsYr 3: Update training;students average gain = 10 NCEs

Students who attend

class will increasemath achievementas measured byincreasing 10 NCEs

on states test .


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A Learning Framework

Curriculum

Pedagogy

LearningEnvironment

Assessment

Learning


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A Learning Design (Wiggins & McTighe, 1998)

Stage Key DesignQuestions

DesignConsiderations

Design Criteria

Curriculum:

Identify desiredoutcomes

What is worthy andrequiring ofunderstanding?

Alumni and industryperspectivesProfessional standardsProgram strengthsFaculty ex pertise

Enduring ideasDiscipline-based workUncoverage ofmisconceptionsWill engage studentsAttainable, measurable

Pedagogy:Plan teaching andlearningexperiences

What learningexperiences andteaching promoteunderstanding? Whichones inspire?

Research-basedrepertoire of learningand teaching strategies

Leads to desiredoutcomesEngagingReflectiveSelf-adjustingFeasible

Assessment:Determineacceptableevidence

What is evidence ofunderstanding?

Categories of outcomesContinuum ofassessment methodsMatch of outcomes andmethods

Of continuing interestImportant informationCritical to scopeDiscipline-based workFeasible


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Classifying Learning Objectiveswith Blooms Taxonomy

Cognitive domain(Bloom, Englehart, Furst, Hill, & Krathwohl, 1956)

Affective domain(Krathwohl, Bloom, & Masia, 1964)

Psychomotor domain(Simpson, 1972)


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Taxonomy of Educational

Objectives: Cognitive Domain KnowledgeComprehension

ApplicationAnalysisSynthesis

Evaluation

FaktakunskaperFrstelse

TillmpningAnalysSyntes

Vrdering


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Sample Objectives in the Six

Levels of the Cognitive DomainK: Identify and define a system, its behavior, and itselements. (CDIO 2.3.1)C: Explain the links between engineering theory and

practice. (CDIO 2.5.4)A: Use prototypes and test articles in designdevelopment. (CDIO 4.4.1)A: Analyze the strengths and weaknesses of thedesign team. (CDIO 3.1.1)S: Formulate solutions to problems using creativityand good decision making skills. (CDIO 3.1.2)E: Appraise operational systems and recommendimprovements. (CDIO 4.6.4)


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Objectives: Affective Domain ReceivingRespondingValuingOrganizationCharacterization by a Value System


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Sample Objectives in the

Affective DomainRecognize the ethical issues involved in usingpeople in scientific experiments. (CDIO 2.2.3)

Demonstrate the courage to act on principledespite adversity. (CDIO 2.5.1)Value the importance of hard work, intensity, andattention to detail. (CDIO 2.4.2)

Commit to a personal program of lifelong learningand professional development. (CDIO 2.4.6)


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Objectives: Psychomotor Domain PerceptionSetGuided ResponseMechanismComplex Overt ResponseAdaptationOrigination


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Sample Objectives in the

Psychomotor DomainUse appropriate nonverbal communications, e.g .,gestures, eye contact, poise. (CDIO 3.2.6)

Create interactive 3-D models of products andenvironments using lightweight metals. (CDIO1.3)Determine the stress and deformation states of

structures using the appropriate physical toolsand measures. (CDIO 1.3)


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Use learning objectives to ...Communicate expectations to students at thestart of a course or program (syllabus)Decide the best ways to teach the subjectmatter (teaching)Decide the best ways for students to acquirethe intended knowledge, skills, and attitudes

(learning)Plan ways for students to demonstrate theirknowledge, skills, and attitudes (assessment)


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ReviewTodays learning objectives: Describe ways to use objectives to improve

learning Write measurable learning objectives Classify learning objectives Appreciate the importance of communicating

expectations to students

Classify each learning objective and identifythe key parts of the objective.Estimate your progress toward achievingeach of todays learning objectives.


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ReferencesBloom, B. S., Englehatt, M D., Furst, E. J., Hill, W. H., &Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I -- Cognitive domain . New York:Wiley.Gronlund, N. E. (2000). How to write and use instructional objectives , 6th ed. Upper Saddle River, NJ: Merrill.Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:Shifting the focus from

teaching to learning . Boston, MA: Allyn and Bacon.Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964).Taxonomy of educational objectives: Handbook II -- Affective domain . New York: Wiley.


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References (cont.)

Mager, R. F. (1975). Preparing instructional objectives .Palo Alto, CA: Fearon.Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Vol. 3.Washington, DC: Gryphon House.Stiggins, R. J. (1997). Student-centered classroom assessment , 2nd ed. Upper Saddle River, NJ: Merrill.

Wiggins, G., & McTighe, J. (1998). Understanding bydesign. Alexandria, VA: Association for Supervision andCurriculum Development.


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THANKS

ENAS MOHAMED

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Education Objective